Rhode Island Department of Education
Lesson Plan andrew d
Lesson Title: Energy for the process of life/Light absorption in chloroplast
State Standards: GLEs/GSEs
LS 1- all living organisms have identifiable structures and characteristics that allow for survival(organisms, populations, and species)
1a
explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement).
LS 2- Matter cycles and energy flows through an ecosystem.
4a
diagramming the energy flow in an ecosystem that compares the energy at different trophic levels.
(e.g. What inferences can you make about energy “loss”& use?).
National Standards:
Context of Lesson:
This is an important lesson for the class because it starts them on their way to understanding the changing colors of leaves. As a class we will visit how organisms obtain energy. The big part of this lesson will focus on the Chloroplast and the different parts present. this lab sets up the class for the rest of the unit by discussing both the leaves, pigments, and wavelengths. Those topics are important to visit first plus i think the idea of changing leaves in fall can have some relevance to a student living in new england. Overview of lesson, including: where it fits in unit, what are key ideas and what will students be doing.
Opportunities to Learn:
Depth of Knowledge
Webb's DOK- Level 2 skills and concepts
I expect that students will realize the changing leaves if they hadn't already and now know why this takes place. I hope that this new knowledge can be a spring board for the rest of the unit because now the students can possibly have something that they learned in school to tell their parents. The fact that this lesson shows a real world application of a topic in photosynthesis may make the students realize that maybe their are other affects.
Prerequisite Knowledge
Some prerequisite knowledge students should have is that organisms can be classified based on how they obtain energy. This topic had been covered in chapter one of their book so they should realize that different organisms obtain energy in different ways. Students should also realize that light is a mjor factor of photosynthesis.
Plans for Differentiating Instruction
I will differentiate instruction by giving students enough time to answer the question so that students aren't scrambling to write while we are discussing. The opening question is a chance for all students to relate to a question in their science class and possibly give an answer. If i notice some of the faster students are done I will ask them to further their answer if they can or ask them a side question to give everyone enough time.
Accommodations and modifications
Environmental factors
Materials
markers
dry erase board
Objectives:
View parts of Chloroplast
Explore how organism obtain energy
Discover what the pigments in Chloroplast are
Wavelengths
Instruction:
Opening:
I will lead with the question have you ever noticed that during the summer leaves are normally green but as we begin to change seasons the leaves change? Why do you think this is?
Main reason is the break down of Chlorophyll
2 types of chlorophyll- chlorophyll a and b.. chlorophyll a- pigment that initiates the light dependent reaction of photosynthesis
chlorophyll b- an accessory pigment that is part of photosynthesis
Other pigments can show through when Chlorophyll breaks down
ex. Carotenoids can show through as yellow/brown/orange
Anthocyanins- red
not all trees make anthocyanins and is usually produced on in the fall where as chlorophyll and carotenoids are always present although carotenoids can be covered by chlorophyll during the spring and summer months
I will give the students some time to think and write down reasons they think the leaves change colors while I take attendance.
This discussion will lead into diagram of Chloroplasts
Thylakoid- flatenned membranous sac inside a chloroplast, contains most of the components involved in light reactions of photosynthesis
Stroma- the solution that surrounds the thylakoids in a chloroplast
Grana- stack of thylakoids in a chloroplast
Engagement:
Once students have had a good amount of time to think and write and possibly be creative we will begin discussing why leaves change colors.
Break down of Chlorophyll allowing other pigments to show through
When do leaves usually begin to change colors
As days get shorter and colder leaves produce less and less chlorophyll allowing yellows/brown ( carotenoids to show through)
I will take many of the reasons they give and write them on the board. we will go around the room for a while and then i will give some notes on the pigments in chloroplasts, light, wavelengths, and the energy of photosynthesis.
Chlorophyll in leaves allows trees to use sunlight to make food
Accessory Pigments- pigments that absorbs light energy and transfers energy to chlorophyll a in photosynthesis
Chlorophyll b, carotenoids,
Thylakoids
Grana
Stroma
Pigments- compounds that absorb light
Wavelengths- distance between crests in a wave
The colors in the visible spectrum go from red at one end to violet at the other end
Closure:
Towards the end of class when there is roughly 10 minutes left I will tell the students to write an exit slip which will answer the question they had in the beginning of class.
Tell me how leaves change colors, when, and why
While they are writing I will write the homework on the board and in the last few minutes before class ends I will tell them their homework.
Assessment:
exit slip
formative assessment will come from discussion of lead question
Lesson Plan
andrew d
Lesson Title: Energy for the process of life/Light absorption in chloroplast
State Standards: GLEs/GSEs
LS 1- all living organisms have identifiable structures and characteristics that allow for survival(organisms, populations, and species)1a
explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement).
LS 2- Matter cycles and energy flows through an ecosystem.
4a
diagramming the energy flow in an ecosystem that compares the energy at different trophic levels.
(e.g. What inferences can you make about energy “loss”& use?).
National Standards:
Context of Lesson:
This is an important lesson for the class because it starts them on their way to understanding the changing colors of leaves. As a class we will visit how organisms obtain energy. The big part of this lesson will focus on the Chloroplast and the different parts present. this lab sets up the class for the rest of the unit by discussing both the leaves, pigments, and wavelengths. Those topics are important to visit first plus i think the idea of changing leaves in fall can have some relevance to a student living in new england.Overview of lesson, including: where it fits in unit, what are key ideas and what will students be doing.
Opportunities to Learn:
Depth of Knowledge
Webb's DOK- Level 2 skills and conceptsI expect that students will realize the changing leaves if they hadn't already and now know why this takes place. I hope that this new knowledge can be a spring board for the rest of the unit because now the students can possibly have something that they learned in school to tell their parents. The fact that this lesson shows a real world application of a topic in photosynthesis may make the students realize that maybe their are other affects.
Prerequisite Knowledge
Some prerequisite knowledge students should have is that organisms can be classified based on how they obtain energy. This topic had been covered in chapter one of their book so they should realize that different organisms obtain energy in different ways. Students should also realize that light is a mjor factor of photosynthesis.Plans for Differentiating Instruction
I will differentiate instruction by giving students enough time to answer the question so that students aren't scrambling to write while we are discussing. The opening question is a chance for all students to relate to a question in their science class and possibly give an answer. If i notice some of the faster students are done I will ask them to further their answer if they can or ask them a side question to give everyone enough time.Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: